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AboutGeneral Information The Chinese Language Teachers Association, Inc. (CLTA) is a professional organization devoted exclusively to the study of Chinese language, culture and pedagogy. (See our Mission Statement.) In the years since our establishment in 1962, the Chinese Language Teachers Association has both reflected and responded to changes in our students, our teachers and our world. Although approximately half of our membership is composed of specialists in Chinese language, literature, linguistics and culture teaching at colleges and universities throughout the world, we increasingly count among our membership teachers of Chinese at primary and secondary schools and Chinese community schools, as well as students of the language and other interested parties. From each of these diverse types of experts, we learn much, and can consequently give much more to all of us engaged in the learning and teaching of the Chinese language. While the focus of our organizational energy is most concretely evident in our various publications and at our annual meeting, we are constantly seeking to expand our range of service to the Chinese language teaching profession. Specifically, we are presently working on two major initiatives: (1) to act as an advocate for and facilitator of enhanced articulation among all…
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- 60th Anniversary Lecture Series Registration
AwardsAwards CLTA is pleased to announce the following awards open for competition: Cheng & Tsui Professional Development Award Learn more about the Cheng & Tsui Professional Development Award The Cheng & Tsui Professional Development Award, established and funded through the generosity of Cheng & Tsui Company, is designed to enhance the knowledge and skills of teachers of Chinese, especially new teachers in the field. The award is given to support the attendance of pre-collegiate (including heritage school) and collegiate teachers at training workshops seminars, conferences, and other in-service learning experiences at the local, national, or international level and/or to collaborate with a mentor teacher. First-time attendees to training workshops are strongly encouraged to apply. Teacher training workshops and seminars attended by the applicants should be focused on pedagogy and issues on teaching and learning. The fund has designated annually the amount of $1,000 to be divided between at least two teachers each year. The Jiede Empirical Research Grant for Chinese Pedagogy/Chinese Applied Linguistics Learn more about the Jiede Grant The Chinese Language Teachers Association is delighted to announce the Jiede (all-attain) Empirical Research Grant, established in 2003 by an anonymous member. The grant will support empirical research in Chinese pedagogy…
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PublicationsJournal The Journal of the Chinese Language Teachers Association (JCLTA) publishes articles and reviews. Articles cover the areas of Chinese language pedagogy, Chinese linguistics and Chinese literature. The Journal has proved to be an increasingly valuable medium for exchange of information and for scholarly discussions of the teaching and learning of Chinese language and literature. Three issues are published each year, with the publication schedule of February, May and October. A new feature added to the Journal, beginning with the May 2004 issue (Volume 39, Number 2), is “Letters to the Editor.” Open letters submitted to the Editor, expressing the writers’ thoughts and perspectives, will be selected by the Editor for publication in the Journal, together with the Editor’s replies. JCLTA Index Online: Our online, searchable and browsable journal index — available since 31 August 2004 — covers 1966 to the present. Beginning with Numbers 2 and 3 of Volume 38 (2003), abstracts for the articles are also linked to the index entries. Volume 38.2 (May 2003) contains English abstracts for each article, while Volume 38.3 (October 2003) and subsequent issues include bilingual abstracts — in Chinese and in English. Since 2001, services related to JCLTA back issues — as…
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Annual Meeting Program – Update

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Volume 50:2, June 2015 Volume 50:3, October 2015